Professional Documents
Culture Documents
Jack Mezirow
Source: Adult Education (Adult Education Association of the USA,
Washington, 1981)
32 (1), pp. 3-24.
In the first part of his paper, which is not reproduced here, Jack Mezirow
discusses the application of Jurgen Habermass theory of knowledge to adult
learning and education. Habermas has differentiated three generic areas in
which human interest generates knowledge:
(1)
the area of work, involving instrumental action to control or manipulate
the environment, exemplified by the empirical-analytical sciences (eg
physics,
geology);
(2)
the practical area, involving interaction to clarify the conditions for
communication and intersubjectivity, exemplified by the historicalinterpretive sciences (eg history,
theology, descriptive social sciences);
(3)
the emancipatory area, involving an interest in self knowledge and selfreflection, exemplified by the critical social sciences (eg psychoanalysis, the
critique of ideology).
Each of these three areas has its own techniques of interpretation, assessment
and inquiry, and its own needs.
Mezirow argues that the least familiar of the three areas or domains, the
emancipatory, is of particular interest to adult educators.] [....]
Perspective Transformation
It is curious that the most distinctively adult domain of learning, that involving
emancipatory action, is probably least familiar to adult educators. However,
some readers will recognise the concept of emancipatory action as
synonymous with perspective transformation. This mode of learning was
inductively derived from a national study of women participating in college reentry programs (Mezirow, 1975).
Through extensive interviews, it became apparent that movement through the
existential challenges of adulthood involves a process of negotiating an
irregular succession of transformations in meaning perspective. This term
refers to the structure of psychocultural assumptions within which new
experience is assimilated and transformed by ones past experience. For many
women studied, such psycho cultural assumptions involved the traditional
INC
stereotypic view of the proper roles of women and the often strong feelings
internalised in defence of these role expectations by women themselves.
Perspective transformation is the emancipatory process of becoming critically
aware of how and why the structure of psycho-cultural assumptions has come
to constrain the way we see ourselves and our relationships, reconstituting this
structure to permit a more inclusive and discriminating integration of
experience and acting upon these new understandings. It is the learning
process by which adults come to recognise their culturally induced dependency
roles and relationships and the reasons for them and take action to overcome
them.
There are certain anomalies or disorienting dilemmas common to normal
development in adulthood which may be best resolved only by becoming
critically conscious of how and why our habits of perception, thought and action
have distorted the way we have defined the problem and ourselves in
relationship to it. The process involves what Freire (1970) calls problem
posing, making problematic our taken-for-granted social roles and
expectations and the habitual ways we act and feel in carrying them out. The
resulting transformation in perspective or personal paradigm is what Freire
refers to as conscientization and Habermas as emancipatory action. In
asserting its claim as a major domain of adult learning, perspective
transformation at the same time asserts its claim as a central function for adult
education.
Our natural tendency to move toward new perspectives which appear to us
more inclusive, discriminating and integrative of experience in attempting to
resolve our disorienting dilemmas may be explained as a quest for meaning by
which to better understand ourselves and to anticipate events. Carl Rogers has
hypnotised ... a formative directional tendency in the universe which can be
traced and observed in stellar space, in crystals, in microorganisms, in organic
life, in human beings. This is an evolutionary tendency toward greater order,
greater interrelatedness, greater complexity (Rogers, 1978). As we will see,
there are both cultural and psychological contingencies which can restrain our
natural movement to learn through perspective transformation.
From our research on re-entry women, the dynamics of perspective
transformation appeared to include the following elements: (1) a disorienting
dilemma;
(2) self examination;
(3) a critical assessment of personally
internalised role assumptions and a sense of alienation from traditional social
expectations; (4) relating ones discontent to similar experiences of other sorts
to public issues - recognising that ones problem is shared and not exclusively a
private matter; (5) exploring options for new ways of acting; (6) building
competence and self-confidence in new roles; (7) planning a course of action;
(8) acquiring knowledge and skills for implementing ones plans;
(9)
provisional efforts to try new roles and to assess feedback; and (10) a
reintegration into society on the basis of conditions dictated by the new
perspective.
INC
INC
Critical Reflectivity
Perspective transformation fills an important gap in adult learning theory by
acknowledge the central role played by the function of critical reflectivity.
Awareness of why we attach the meanings we do to reality, especially to our
roles and relationships - meanings often misconstrued out of the uncritically
assimilated half-truths of conventional wisdom and power relationships
assumed as fixed - may be the most significant distinguishing characteristic of
adult learning. It is only in late adolescence and in adulthood that a person can
come to recognise being caught in his/her own history and reliving it. A mind
that watches itself may be Albert Camus definition of an intellectual, but it also
describes an essential function of learning in adulthood. [....] Only in late
adolescence or adulthood does one find theorising about alternative paradigms
of thought as sets of assumptions which significantly influence our selection of
data and our interpretation of evidence.
The concept of critical reflectivity which plays so crucial a role in the adult
learning process and in perspective transformation phenomenological study.
INC
INC
INC
INC
evaluation. Our work through the Centre for Adult Education would be included
in these efforts (Mezirow, 1975; Mezirow and Rose, 1978; Mezirow et al.,
1975).
Perspective transformation, the process central to the third learning domain,
involves other educational approaches. Here the emphasis is on helping the
learner identify real problems involving reified power relationships rooted in
institutionalised ideologies which one has internalised in ones psychological
history. Learners must consequently be led to an understanding of the reasons
imbedded in these internalised cultural myths and concomitant feelings which
account for their felt needs and wants as well as the way they see themselves
and their relations. Having gained this understanding, learners must be given
access to alternative meaning perspectives for interpreting this reality so that
critique of these psycho-cultural assumptions is possible.
Freire has demonstrated how adult educators can precipitate as well as
facilitate and reinforce perspective transformation.
Beginning with the
problems and perspectives of the learner, the educator develops a series of
projective instructional materials - contrasting pictures, comic strips or stories
posing hypothetical dilemmas with contradicting rules and assumptions rooted
in areas of crucial concern to learners. Socratic dialogue is used in small group
settings involving learners who are facing a common dilemma to elicit and
challenge psycho-cultural assumptions behind habituated ways of perceiving,
thinking, feeling and behaving. Emphasis is given equality and reciprocity in
building a support group through which learners can share experiences with a
common problem and come to share a new perspective. An ethos of support,
encouragement, non-judgmental acceptance, mutual help and individual
responsibility is created. Alternative perspective are presented with different
value systems and ways of seeing.
Where adults come together in response to the same existential dilemma for
the purpose of finding direction and meaning, projective instructional materials
may be unnecessary. In a support group situation in which conditions for
Habermas ideal speech are approximated, all alternative perspectives
relevant to the situation are presented. Critical reflectivity is fostered with a
premium place on personalising what is learned by applying insights to ones
own life and works as opposed to mere intellectualisation. Conceptual learning
needs to be integrated with emotional and aesthetic experience.
The research technique used by ethonomethodolgists called breaching for
studying meaning perspectives might also be used as an effective instructional
method to foster perspective transformation. This would involve educational
experiences which challenge the taken-for-granted assumptions about
relationships in order to call them into critical consciousness. For example,
learners used to traditional teacher student relationships can be helped to
examine implicit assumptions by being placed in a learning situation in which
the educator refuses to play the traditional authority role of information giver
or activities director but rather limits his or her response to that of a resource
person. This typically generates strong negative feelings in learners who are
unable to cope with the unexpected lack of structure, individuals can be helped
INC
INC
INC
(2)
help the learner understand how to use learning resources - especially
the experience of others, including the educator, and how to engage others
in
reciprocal learning relationships;
(3)
assist the learner to define his/her learning needs - both in terms of
immediate awareness and of understanding the cultural and psychological
assumptions
influencing his/her perception of needs;
(4)
assist learners to assume increasing responsibility for defining their
learning
objectives, planning their own learning program and evaluating
their progress;
(5)
organise what is to be learned in relationship to his/her current personal
problems, concerns and levels of understanding;
(6)
foster learner decision making - select learner-relevant learning
experiences which
require choosing, expand the learners range of
options, facilitate taking the perspectives of others who have alternative
ways of understanding;
(7)
encourage the use of criteria for judging which are increasingly inclusive
and differentiating in awareness, self-reflexive and integrative of experience;
(8)
foster a self-corrective reflexive approach to learning - to typifying and
labelling, to
perspective taking and choosing, and the habits of learning
and learning
relationships;
(9)
facilitate problem posing and problem solving, including problems
associated with the implementation of individual and collective action;
recognition of relationships between personal problems and public issues;
(10) reinforce the self-concept of the learner as a learner and doer by
providing for
progressive mastery; a supportive climate with feedback to
encourage provisional efforts to change and to take risks; evoidance of
competitive judgment of
performance; appropriate use of mutual support
groups;
(11) emphasise experiential, participative and projective instructional
methods; appropriate use of modelling and learning contracts;
(12) make the moral distinction between helping the learner understand
his/her full range of choices and how to improve the quality of choosing vs
encouraging the learner to make a specific choice.
I believe the recognition of the function of perspective transformation within
the context of learning domains, as suggested by Habermas theory,
contributes to a clearer understanding of the learning needs of adults and
hence the function of education. When combined with the concept of selfdirectedness as the goal and the means of adult education, the essential
elements of a comprehensive theory of adult learning and education have been
identified. The formulation of such a theory for guiding professional practice is
perhaps our single greatest challenge in this period of unprecedented
expansion of adult education programs and activities. It is a task to command
our best collective effort.
Notes
INC
1. See Trent Schoroyers The Critique of Domination: the Origins and Development
of Critical Theory (Beacon Press, Boston, 1973) and Thomas McCarthys The Critical
Theory of Jurgen Habermas (MIT Press, Cambridge, 1979), the most complete
synthesis of Habermas work in English.
2. See Joseph Gabel, False Consciousness; An Essay on Reification (Harper
Torchbrooks, New York, 1975).
3. For a review of related research see A. Jon Magoon, Constructivist Approaches
in Educational Research, Review of Educational Research, 47 (1977), 651-93.
4. Conventional T group experience fosters psychic rather than theoretical
reflexivity.
References
Berger, Peter L and Thomas Luckmann (1966), The Social Construction of Reality,
Doubleday, Garden City, New York
Bernstein, Richard J. (1978) The Restructuring of Social and Political Theory, University
of Pennsylvania Press, Philadelphia
Freire, Paulo (1970) Pedagogy of the Oppressed, Herter and Herter, New York
Maudsley, Donald B. (1979) A Theory of Meta-Learning and Principles of Facilitation:
An Organismic Perspective, Doctoral dissertion, University of Toronto, Toronto
Mezirow, Jack (1975) Education for Perspective Transformation: Womens Re-entry
Programs in Community Colleges, Centre for Adult Education, Teachers College,
Columbia University, New York
(1975) Evaluating Statewide Programs of Adult Basic Education: A Design with
Instrumentation, Centre for Adult Education, Teachers College, Columbia University,
New York
Mezirow, Jack and Amy Rose (1978) An Evaluation Guide for College Womens Re-entry
Programs, Center for Adult Education, Teachers College, Columbia University, New
York
Mezirow, Jack, Gordon Darkenwald and Alan Knox (1975) Last Gamble on Education:
Dynamics of Adult Basic Education, Adult Education Association of USA, Washington,
DC
Rogers, Carl (1978) The Formative Tendancy, Journal of Humanistic Psychology, 18,
23-6 Tough, Allen (1978) Major Learning Efforts:
Recent Research and Future
Directions, The Adult Learner, Current Issues in Higher Education, National Conference
Series, American Association for Higher Education, Washington DC
INC